Mixed Age Learning

Rationale

  • We must deliver a high quality provision to all of our learners
  • Schools usually work on an average class size of around 30 pupils with no more than 30 in an infant class (apart from in very exceptional circumstances)
  • At St John’s our Published Admission Number (PAN) is 30 but our class sizes are small - some as small as 16
  • As a result of small cohorts, the children will be in mixed age classes from September 2024

What is mixed-age learning?

A mixed age class is a class in which there are children who are from more than one-year group within the same classroom. In some very small schools, they can include children from three or even four year groups, although it is more usual to involve mixing children from just two year groups. At St. John’s we will have children from two year groups in mixed age classes.
 

The Facts

Evidence suggests that pupils do not perform less well when they work in mixed age classes than when they work in single age classes.

  • There is evidence to suggest that in mixed age classes:
  • There is a positive impact on collaborative learning
  • There is a positive impact on peer interaction, feedback and peer coaching
  • There is a positive impact from individualised approaches
  • There is a positive impact from the use of flexible grouping options

(taken from a meta-review led by Pete Boyd in 2020)

Benefits

  • There are increased opportunities for flexibility in ability groupings, enabling learners to work with the appropriate ability, regardless of age 
  • Children are viewed as unique individuals. We aim for this in all classes, but a mixed age class lends itself specifically to this approach. 
  • The teacher focuses on teaching each child according to his or her own strengths – learning is highly personalised. 
  • Mixed-age classes encourage a spirit of co-operation where learners are more likely to support each other than compete. 
  • Once learners stop comparing themselves to their peers, they start to see themselves as unique individuals with their own strengths. 

 
Challenges and solutions

  • Teachers of mixed age classes face the challenge of responding to a wide diversity of learners within their classroom.

This is the norm in any primary classroom and high quality teaching and learning successfully addresses the full range of diversity

  • Doesn’t this take a lot of additional time and effort from leaders and teachers? 

Yes, absolutely but we have been aware that we would need to move to mixed classes for a long time. The whole teaching team, including all subject leaders, have developed detailed plans for teaching and learning with each year group having their own set of objectives and key knowledge concepts to achieve by the end of year, despite mixed classes. 

  • Parental preference – Some parents have a negative perception of mixed age classes and are concerned about possible negative social, emotional and academic impact on their children. 

As a school we can assure you that your child will be taught the same knowledge and skills as their peers in the same year group, albeit through a different theme, but the learning and knowledge acquired will be the same. 

  • Many widely available schemes of work focus on content for single age classes.

We have designed our own curriculum which has been written by primary and secondary subject specialists in our Trust, to cater for mixed age learning. Teachers have skilfully woven the curricula together to cater for all learners, creating a bespoke experience that is tailored to the class and the individuals within it.

  • How will you make sure that knowledge and termly topics and themes aren’t repeated?

We have carefully planned topics so that each class has a different theme. Each year group will have key knowledge ‘end points’ that they will work towards by the end of the year. This will be monitored and tracked to ensure full coverage is achieved. The content taught will be aligned fully with the National Curriculum for each age group.

  • What about English and Maths?

Areas of learning are regularly revised and revisited in English and Maths through the spiral curriculum that we have designed. We have worked hard to ensure that there is no overlap. Specific class content has been planned to incorporate key knowledge for both year groups.   
 

How do we achieve the best outcomes?

By doing what we already do well every day:

  • The teacher is a facilitator and a coach, in addition to being an instructor – building relationships.
  • Differentiated instruction: Learners in each age group engage in learning tasks appropriate to their level of learning, as appropriate
  • A socially collaborative classroom is encouraged: Supportive classroom climate; students help each other and collaborate flexibly 
  • Flexible grouping is skilfully used: Learning is flexibly organized in the whole class and includes adult-led groups, individuals within groups, collaborative groups, and individuals under the supervision and knowledge 
  • of the teacher. We will also be building in times for adults to have professional conversations to communicate about the progress and next steps of children in their groups
  • General learning topic: The same general topic/theme in the same subject is covered for all learners
  • The quality of the learning tasks is high: There will be a range of opportunities for open-ended, explorative, and problem-oriented learning and well as acquiring factual knowledge
  • Formative assessment is used well: To observe and diagnose how a learner is learning and is intended to improve teaching and learning
  • Opportunities will be created for working with single age groups: Where this is appropriate, both socially and academically
  • The teachers work closely together when planning and organising the children’s learning to make sure there is a high level of consistency and that the children get the appropriate opportunities.
  • Support staff are to be allocated to work across both classes 

How are the groups sorted?

The method for sorting the children into cohorts is by chronological age. This is the fairest method. Ability and/or friendships change, therefore we would not split the cohort based on either of those factors.